Research Unit on Children's Psychosocial Maladjustment, Quebec City, Canada.
Université Laval, Quebec City, Canada.
J Child Psychol Psychiatry. 2015 Oct;56(10):1074-82. doi: 10.1111/jcpp.12394. Epub 2015 Feb 12.
The phenotypic and genetic associations between decoding skills and ADHD dimensions have been documented but less is known about the association with reading comprehension. The aim of the study is to document the phenotypic and genetic associations between reading comprehension and ADHD dimensions of inattention and hyperactivity/impulsivity in early schooling and compare them to those with decoding skills.
Data were collected in two population-based samples of twins (Quebec Newborn Twin Study - QNTS) and singletons (Quebec Longitudinal Study of Child Development - QLSCD) totaling ≈ 2300 children. Reading was assessed with normed measures in second or third grade. Teachers assessed ADHD dimensions in kindergarten and first grade.
Both decoding and reading comprehension were correlated with ADHD dimensions in a similar way: associations with inattention remained after controlling for the other ADHD dimension, behavior disorder symptoms and nonverbal abilities, whereas associations with hyperactivity/impulsivity did not. Genetic modeling showed that decoding and comprehension largely shared the same genetic etiology at this age and that their associations with inattention were mostly explained by shared genetic influences.
Both reading comprehension and decoding are uniquely associated with inattention through a shared genetic etiology.
解码技能与 ADHD 各维度之间的表型和遗传关联已有相关研究，但关于其与阅读理解之间关联的研究则较少。本研究旨在记录早期学校教育中阅读理解与 ADHD 不专注和多动/冲动维度之间的表型和遗传关联，并将其与解码技能进行比较。
数据来源于两个基于人群的双胞胎样本（魁北克新生儿双胞胎研究 - QNTS）和 singleton 样本（魁北克儿童发展纵向研究 - QLSCD），共计约 2300 名儿童。在二年级或三年级使用标准化的测试方法评估阅读能力。教师在幼儿园和一年级评估 ADHD 各维度。
解码和阅读理解均以相似的方式与 ADHD 各维度相关联：在控制其他 ADHD 维度、行为障碍症状和非言语能力后，与不专注的关联仍然存在，而与多动/冲动的关联则不存在。遗传建模表明，在这个年龄段，解码和理解在很大程度上共享相同的遗传病因，并且它们与不专注的关联主要归因于共同的遗传影响。
阅读理解和解码都通过共同的遗传病因与不专注有独特的关联。
